The following will discuss professional communication as found in course postings and responses. After you review the material, you will complete an activity that will allow you to apply your understanding and skills.
The objectives of this learning activity are:
The first step to responding to a discussion question is:
Often, learners fail to read the question carefully and therefore fail to respond fully to the question. Unfortunately, this happens too often on the comprehensive exam, where it can cost precious points. One objective in answering discussion questions is to practice the art of good psychological writing, which always answers a question. Here is a simple rule of thumb for all psychological writing:
You'll notice that we said, "for all psychological writing." That is because all good writing done by psychologists:
So the first step in responding to your discussion questions is to read each question carefully. The second step shows you how analyze the discussion question.
The second step is based on the fact that most discussion questions will have both:
You should always identify both issues quite clearly. Do not start writing — a discussion post, your final paper, a comprehensive examination question, or some part of your dissertation—until you are certain you grasp what:
You probably are well aware that instructors will evaluate both of these elements; thus, it is important to spend the time to ensure that each paragraph within your answer provides both content and analysis.
Bloom's Taxonomy (Bloom & Krathwohl, 1956): Benjamin Bloom and a group of other psychologists developed this hierarchical classification of how humans acquire knowledge. Despite the fact that Bloom's taxonomy has been around for quite some time, it is still a valuable theoretical model to work with. Simply stated, as one moves up the learning pyramid, the level of learning becomes more sophisticated.
The levels of Bloom’s, currently in common use, are:
To accomplish the goal of addressing the critical analysis issue in writing your posts, work with the terms in Bloom's taxonomy. These terms will help you meet the competencies for Track 1.
Course discussion questions often ask for more than one level of critical thinking.
Your selection of relevant concepts from the research and theory related to the content issue demonstrates your comprehension and understanding: the lowest two levels of critical thinking in Bloom's taxonomy (Bloom & Krathwohl, 1956).
Example:
A question might ask, "Describe the main elements of Bowlby's attachment theory." This key word "describe" captures the comprehension and understanding levels of critical thinking about the issue.
Many questions require analysis, Bloom's mid-level critical thinking.
Example:
The question may ask you to "analyze the construct of insecure attachment in Bowlby's formulation of his theory." This asks for more sophisticated critical thinking in which you discuss the elements that go into defining or operationalizing the concept.
Often, a question will ask you to "discuss" something, for instance, two or more related or conflicting issues.
Remember: In an academic question at the doctoral level, discuss means to "analyze and evaluate."
Sometimes in a discussion question, a mid-level analysis is followed by a request for a synthesis or an evaluation, Bloom's high-level critical thinking.
Example:
You might provide your own thinking as to whether Bowlby's idea was sufficiently supported by empirical evidence (evaluation) or you might try to show how Bowlby's concept of insecure attachment dovetails well with some researcher's theory of the role of anxiety in relationships, the synthesis of two ideas into a new idea.
If you cannot find specific words indicating the level of analysis, look for synonyms that imply the level of critical thinking.
Example:
Discuss was offered in an example above. In your own writing, make sure that you use verbs that are appropriate to the level of critical thinking you are using at the time.
You will acquire new knowledge and comprehension. This is low-level critical thinking. The doctoral training process requires that you are able to use your knowledge to answer questions, make points, or solve problems.
You will establish formative critical thinking skills. Formative means having to do with a person's development. Early in your program, we don't expect you to demonstrate sophisticated, doctoral-level thinking. You will grow and develop your skills as you progress through the program.
You will identify and apply high-order levels of critical thinking. You are in the early stage of your program at Track I. Now is the time to begin using the higher-order levels of critical thinking. You may not entirely understand how to apply them, but you should try, each and every time you write:
What are the three types of qualitative analysis that might be used to study teenagers' experiences of a drug treatment program?
This question is asking for a lower-level classification: in fact, it is asking for a description and summary of the theories and research involved in that content area. Very few discussion questions would be this simple.
Design a drug treatment program using elements from three existing treatment approaches.
The examples above illustrate the importance of examining the verbs used in the questions. Please return to the discussion area of the Track 1 courseroom and answer the discussion questions. Be sure to respond to your colleagues according to the instructions.
Doc. reference: phd_t1_u03s1_mppostcrit.html